In this paper, I critique the ideology of competition in school music using the philosophy of Herbert Marcuse, including his concepts of the performance principle and "The Great Refusal," which he saw as defining aspects of what he termed a one-dimensional society. Under a one-dimensional neoliberal educational regime, as can be found in many schools in the U.S. and beyond, students involved in school music make manifest the performance principle: society is stratified by standardized, quantitative measures, and members' placement within it is determined via competitive performance. This competitive structure restricts teacher agency and militates against qualitative change. In music programs singularly devoted to competition, students lack opportunities for creativity, exploration, and personal development. Those with privilege to analyze these contexts, but not restrained by being entangled in them directly (such as music teacher educators at universities), may provide a space for teachers to come together to bring about reform by enacting "The Great Refusal."